과목 이수 후 영어 듣기 장애 요소와 전략에 관한 학습자의 인식 변화
College students’ changes in perception to English listening obstacles and strategies after a course
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Listening comprehension is a challenging skill for foreign language learners to acquire, and for their teachers to teach effectively. This study looked into college students’ changes in perception to English listening difficulties as well as their strategies in overcoming these issues, both prior to and after the course. The surveys were administered to forty-two participants majoring in different areas at a college. The students were asked to respond to the surveys’ statements by ranking their responses on a self-rated, five-point Likert type scale. In addition, eight students were interviewed to get information which was not covered in the questionnaire. Data analysis of the results indicated that through the course, the students’ listening comprehension difficulties were reduced in general, regardless of the students’ level of listening proficiency. Furthermore, they felt that listening strategies were acquired to accomplish various listening tasks. However, the use of listening strategies associated with student internal factors, such as information processing, needs to be improved. These findings have pedagogical implications; English listening courses may be effective and a listening approach with strategy instruction is necessary for EFL/ESL learners.
Abstract
Listening comprehension is a challenging skill for foreign language learners to acquire, and for their teachers to teach effectively. This study looked into college students’ changes in perception to English listening difficulties as well as their strategies in overcoming these issues, both prior to and after the course. The surveys were administered to forty-two participants majoring in different areas at a college. The students were asked to respond to the surveys’ statements by ranking their responses on a self-rated, five-point Likert type scale. In addition, eight students were interviewed to get information which was not covered in the questionnaire. Data analysis of the results indicated that through the course, the students’ listening comprehension difficulties were reduced in general, regardless of the students’ level of listening proficiency. Furthermore, they felt that listening strategies were acquired to accomplish various listening tasks. However, the use of listening strategies associated with student internal factors, such as information processing, needs to be improved. These findings have pedagogical implications; English listening courses may be effective and a listening approach with strategy instruction is necessary for EFL/ESL learners.
참고문헌 (23)
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